高职应用文写作分析与研究

应用文写作有着特别广泛的应用,在政府机关、企业中都常常用到,是一种特殊的文体。高职应用文写作课程对学生未来走入社会,有着很大的帮助。但是经过多年的应用文写作讲授和研究,发现应用文写作存在很多难题,应用文写作并不是条条框框所组成,按条罗列那样的简单。本文从高职应用文写作存在的问题入手,进行了深入分析,就如何写好应用文提出了建议。同时根据高职学生的特点,阐述了如何让高职学生更加全面灵活的掌握应用文写作。     

医专英语应用文医专英写作初探

英语应用文写作是高职高专学生应要掌握的一项重要技能。然而,医学专科的学生英语基础薄弱,水平参差不齐,写作能力差。本文分析了在医学专科院校英语应用文写作现状,并提出了对策,以便提高学生的应用文写作能力。     

谈高职院校学生应用文写作能力的培养

在这样一个迅猛发展的现代化社会，具有扎实的写作功底是学生必备的核心职业能力之一。而应用文写作能力更是职业院校学生就业的必备技能之一，应用文写作是以适合社会实用性为目的的写作实践活动，具有实作性、规范性和简明性的特点。与文学写作有着截然不同的特点和要求。任何事情的运作或完成，人们都需要“知其然，知其所以然”，只有这样才可能调动运作主体的主动参与，认识教学也不例外。只有让学生理解应用文是什么，有什么用，才可能使学生积极配合教师的教学，提高应用文写作水平才有可能。     

大学生应用文写作能力培养初探

作为大学生,写作能力不仅影响他们全面素质的提高,也直接影响到他们的就业前景。本文主要讲了大学生应用文写作方面出现的一些问题,笔者结合自己大学语文教学工作的经验,提出了加强大学生应用文写作能力培养的一些建议。     

文档模板,天使或恶魔?

本文为“技术文档写作系列之二”,文中罗列出文档模板的优缺点,并为你呈现了三种技术文档的写作原则以及这几种文档的细节区分。     

高职应用文教学方法初探

应用文写作是一门综合性、实践性很强的能力训练课,目的在于培养学生具备基本的应用文写作理论知识,培养学生写作语感,从而提高学生的应用写作素质。但由于应用文自身具有的程式化特点,显得呆板抽象、枯燥无味,以至出现了教师不愿意教、学生没有兴趣学的现象。笔者从自己的教学实践来谈谈教学方法的构想。     

视频会议系统在现代教育中的应用

随着我国高校规模不断扩大以及网络进入校园和网络条件的日益改善,我国高校教育现代化也在跨越式的发展。视频会议系统在高校现代教育的发展过程可以起到积极的作用。该系统的应用可进一步提高高校教育资源的最大限度共享以及为高校师生提供更广阔的交流平台。     

支持网络学习的超媒体写作系统的设计与实现

写作环境理论的研究及写作系统的开发是计算机辅助教学领域的主要研究方向之一，而网络学习对写作系统提出了新的要求，对基于网络的写作系统的理论和相关技术进行了深入的分析，开发了支持网络学习的超媒体写作系统，经实际使用表明，该系统取得了较好的效果。     

视频会议系统在现代教育中的应用

随着我国高校规模不断扩大以及网络进入校园和网络条件的日益改善,我国高校教育现代化也在跨越式的发展.视频会议系统在高校现代教育的发展过程可以起到积极的作用.该系统的应用可进一步提高高校教育资源的最大限度共享以及为高校师生提供更广阔的交流平台.     

做个公文写作高手

公文写作常遇到，诀窍不知哪里找，电子书、网络、自制模板齐上阵，搞定公文快又好。     

The effects of participation,performance, and interest in a game‐based writing environment

We have observed that many computer‐supported writing environments based on pedagogical strategies have only been designed to incorporate the cognitive aspects, but motivational aspects should also be included. Hence, we theorize that integrating game‐based learning into the writing environment may be a practical approach that can facilitate student participation, not only helping students learn how to write, but also sustaining their willingness to write. In this study, we investigate the effects of the game‐based writing environment on improving students' participation, performance, and interest in writing. An experiment was conducted to compare the effectiveness of 2 approaches to writing in language arts at an elementary school. Two hundred forty‐five third grade students participated in the experiment over a period of 1 year. One hundred thirty‐nine students were assigned to an experimental group and learned with a game‐based writing environment, and 106 students were in the contrast group and learned with an online writing environment. The empirical results show that the game‐based writing environment can effectively promote students' writing participation, writing performance, interest in writing, as well as their perceptions of the use of educational self‐management games. Some implications of the experimental results are also discussed.     

The Implementation of an English Word Learning System Feedback System and Smartphone App

Considering the issue of Chinese college students that are not interested in learning English and have a lack of enthusiasm for learning overall, a feedback and motivation application based on cloud computing to teach English vocabulary to Chinese college students has been developed. The mobile application can collect and analyze the problems that users encounter in the process of learning English through the cloud server in real-time, and advise on how to resolve these problems. The feedback system also allows users to access this data. In the case of uploading to designated teachers, teachers can adjust their teaching methods and means through the cloud server in real-time to maximize the quality of teaching and achieve the purpose of monitoring teaching. The system uses a cloud service teaching assistant system;therefore the teaching feedback incentive system is not limited by space, time or place, and is also easy to use. During the development of the mobile application, the difficulty of keeping students interested in learning languages is taken into consideration. Attention must be paid to the learning of English words, assisting in the phonetic training system, and the use of animation in stimulating students’ interest in learning. The program can effectively improve students’ interest in learning, and the feedback obtained from this method of teaching can also help teachers and students in the future.     

高校教师在线培训系统的设计与实现

在我国“拒绝水课”、打造“金课”的背景下，为了提高高校教师的综合素质，设计了一款高校教师在线培训系统，除了传统的培训相关业务逻辑外，本文增加了数据分析，对课程进行了总体分析，对特定学员进行了个体分析。通过实践应用，证明本文所设计的高校教师在线培训系统具有较高的稳定性和一定的实用价值。     

The New Media Writer as Cartographer

With the advent of GPS-enabled mobile writing devices such as smart phones and tablets, writing has become invested with a new power to express place—both through the geo-coding of one's writing location and through the presentation of place-based research on customized digital maps. This essay argues that teachers of writing must learn to accommodate and exploit these new and developing digital modalities while also making students aware of the theoretical and lived implications of digital cartographies. The essay first reviews several digital mapping projects that force their users to reconsider standard notions of place and indexicality. The essay then outlines a curriculum for teaching digital mapping in a composition-rhetoric course and presents successful examples of student work.     

Computer-mediated communication and the linking of students, text, and author on an ESL writing course listserv

This paper addresses an issue of interest to many first- (L1) and second-language (L2) writing theorists and teachers: the role(s) that computer-mediated communication (CMC) can play in making writing instruction more effective and more meaningful, particularly in the highly technological early years of the twenty-first century. This paper explores the use of CMC in the form of a writing course listserv on which L2 students and the author of an assigned novel interacted in an effort to strengthen students’ reading of and writing about the novel. Examples of the interaction between the novel's author and the students are presented and analyzed relative to the ways in which this interaction was intended to help students asynchronously construct understanding that could then inform their writing about the literary text.     

Investigating the quality of student approaches to using technology in experiences of learning through writing

This study reports on the student experience of learning through writing in an undergraduate science subject. During their writing experience, 52 first year university science students used a writing database, bulletin board and word-processor. Using quantitative questionnaires developed from student learning research, this study investigates the quality of the approaches adopted by students to the use of the technologies and how this related to the quality of their whole experience and performance measures. The results show that students who adopted a surface or reproductive approach tended to achieve relatively poorer learning outcomes and lower performance measures than students who adopted approaches which reflected understanding. The findings have important implications for teachers introducing technologies into writing processes for the purpose of improving students’ learning outcomes.     

Computer-based reading and writing across the curriculum: Two case studies of L2 writers

Since the early 1980s, second language (L2) writing specialists have been examining possible roles for computers in L2 writing instruction. How, and to what extent, L2 students use computer for academic literacy purposes beyond the writing classroom, that is, across the curriculum, has not received much attention. Because a common goal of L2 college level writing courses is to prepare students to write in these other domains, an awareness of computer-based literacy activities in non-L2 writing courses is essential to the cause of helping L2 writing instructors connect what students learn in their courses to how they write (and read) in other courses. This paper describes research aimed at contributing to such awareness: a qualitative study of the computer-based reading and writing activity of two undergraduate English as a Second Language (ESL) students beyond ESL writing courses.     

Using online annotations to support error correction and corrective feedback

Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.     

基于粗糙集的高校学生实践能力因素研究

学生实践能力是衡量一个高校学生综合能力的重要指标,但是由于影响学生实践能力的因素很多,没有统一的标准去衡量一个高校学生实践能力的好坏。因此,高校师生也无法采取针对性措施提高高校学生的实践能力。为了准确分析影响高校学生实践能力的因素,设计了影响高校学生实践能力的问卷,向大一至大四学生发放,采集数据,然后采用粗糙集理论中基于信息熵的启发式属性约简算法计算各个属性的属性重要度,找出影响高校学生学习实践能力的关键因素。再采用粗糙集理论中基于分辨矩阵的属性值约简算法,挖掘出影响高校学生实践能力的关键因素,导出规则集。通过实验验证了该规则集的有效性。研究成果可以对高校教学工作的开展提供参考,继而提高学生的实践能力。